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ERIC Number: EJ1022502
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-1356-2517
"I Actually Listened, I'm Proud of Myself." The Effects of a Participatory Pedagogy on Students' Constructions of Academic Identities
Tapp, Jane
Teaching in Higher Education, v19 n4 p323-335 2014
Academic literacy practices can be alienating for new undergraduates, yet academic success depends on writing in ways that the academy deems acceptable and is related to the identity positions available to students. I describe an intervention in which aspects of academic practice were made visible and students participated collaboratively in academic writing in a first-year, first-semester, Education Studies module. Student-managed audio recordings show that, in contrast to much research evidence, students did not reject academic identities but rather used their talk to "tell themselves" as academic. I discuss methodological and pedagogical implications arising from the findings and conclude that collaborative participation in academic practice and the associated talk require students to position themselves as participants in that practice and may be a way to reduce alienation and enable students to construct the self as "academic".
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A